Note: Intro -- Preface -- Contents -- 1 Lifelong Learning for Sustainable Development-Is Adult Education Left Behind? -- Abstract -- 1 Introduction -- 2 From MDGs to SDGs-Searching for Adult Education -- 3 Education and Sustainable Development Goals-What Is New for Adult Education? -- 4 Adult Education and LLL: "Lost in Translation" -- 5 Adult Education and Sustainability: Natural Allies -- 6 Conclusions -- References -- 2 Teacher's Competences in Sustainability During Lifelong Learning -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Lifelong Learning -- 4 Competences for Education for Sustainable Development -- 5 New Demands for Teachers in Sustainable Development-Two Sides of Teacher's Competences -- 6 Conclusion -- References -- 3 Empowerment for Sustainability in a Community Context: Lifelong Learning and the Story of the BIG 5 Community Tourism Forum, Koffiekraal/Brakkuil (South Africa) -- Abstract -- 1 Lifelong Learning as the Key to the Reduction of Poverty and Inequality -- 2 Community Asset Mapping Programme (CAMP) -- 3 Exploring the Linkages: Lifelong Learning, Community-Based Tourism and Sustainable Development -- 3.1 Sustainability, Tourism and Learning -- 3.2 An Integrated Approach Towards Sustainable and Community-Based Tourism -- 3.3 Sustainable Development Through Host Learning in Community-Based Tourism -- 4 Community-Based Tourism: South African Case Study -- 4.1 Lifelong Learning Through the Classroom Transfer of Knowledge of Community-Based Tourism -- 4.2 Practical Application of Knowledge and Skills -- 4.3 Challenges and Solutions -- 4.4 Preparations for the Launch of the Village Tours -- 4.5 Personal Growth and Indicators of Success -- 5 Conclusion -- Acknowledgements -- References -- 4 Education for Sustainable Development in Non-formal Set-Ups: Diagnosing a Culture of Inertia -- Abstract -- 1 Introduction. , 1.1 Setting the Scene -- 1.2 A Culture of Inertia? -- 2 Methodology -- 2.1 Fieldwork -- 2.2 Data Analysis -- 2.3 Ethical Considerations -- 2.4 Potential Shortcomings and Mitigating Measures -- 3 Findings and Discussion -- 3.1 Mayhem on the Concept of ESD -- 3.2 Inertia and Siloing -- 3.3 In Context with Malta's National Lifelong Learning Strategy 2020? -- 4 Conclusions -- References -- 5 Lifelong Learning for Poverty Alleviation and Sustainable Development in Pakistan -- Abstract -- 1 Introduction -- 2 Lifelong Learning (LL) and Poverty Alleviation -- 3 Poverty Alleviation and Sustainable Development in Pakistan -- 3.1 Sustainable Development -- 4 Lifelong Learning: A Developmental Perspective -- 5 Desirable Future Directions -- 6 Conclusion -- References -- 6 Empowering Youths: An Alternative Learning Pathway for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Establishing an NGO: Higher Youths -- 2.1 PECT for Future Generations: An Overview -- 3 Methodology -- 3.1 Limitations of Methodology Employed -- 4 Results and Data Analysis -- 4.1 Impact on Participants -- 4.2 Impact on Participant Organisations -- 5 Conclusion -- References -- 7 Empowering Youths as Lifelong Learners Through Education for Sustainable Development: A Critique from the Perspective of Maltese Youths -- Abstract -- 1 Lifelong Learning: A Definition -- 2 Lifelong Learning and Education for Sustainable Development (ESD): A Historical Perspective -- 3 The Development of ESD in the Maltese Islands -- 4 Lifelong Learning, ESD and Youth: How are They Related? -- 5 Methodology -- 6 Results -- 6.1 Knowledge About Sustainable Development -- 6.2 Attitudes Towards Sustainable Development -- 6.3 Skills Towards Sustainable Development -- 7 Answering the Research Question -- 8 Recommendations -- 9 Empowering Youths Towards ESD: A Way Forward -- References. , 8 Why We Should Start Early with ESD for Lifelong Learning -- Abstract -- 1 Introduction -- 2 Early Childhood Education for Sustainability -- 3 The Maltese Context -- 4 Methodology -- 5 The Participants -- 6 Data Collection Methods -- 7 Data Analysis and Reporting -- 8 Triangulation -- 9 Findings and Discussion -- 9.1 Children's Perceptions of the Environment -- 9.2 Children's Perceptions of Environmental Sustainability -- 9.3 Contextual Influences upon Children's Perceptions of Environmental Sustainability -- 10 Conclusion -- References -- 9 Cross-Cultural Experiential Learning During the Short-Term Non-formal Educational Activity -- Abstract -- 1 Introduction -- 2 Methods and Methodology -- 3 Theoretical Framework of the Study -- 4 Results -- 5 Conclusion and Discussion -- References -- 10 Social Media and Lifelong Learning for Sustainable Development -- Abstract -- 1 Introduction -- 1.1 Lifelong Learning -- 2 Social Media, Lifelong Learning, and Social Movements -- 3 Social Media, Lifelong Learning, and Gender Equity -- 4 Social Media, Lifelong Learning, and Environmental Sustainability -- 5 Recommendations for Social Media to Support Sustainable Development -- 6 Initial Phase: Self-Efficacy and Initiative -- 6.1 Action Phase: Motivation and Self-Regulation -- 7 Conclusion -- References -- 11 MOOCs and International Capacity Building in a UN Framework: Potential and Challenges -- Abstract -- 1 Introduction to MOOCs: How Relevant Are MOOCs for the CTCN? -- 2 MOOCs, Their Rapid Rise and Recent Trends -- 3 Current Limits to the Use of MOOCs for Technology Transfer in the UN System -- 4 Conclusion -- References -- 12 An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme -- Abstract -- 1 Introduction -- 2 Youth and Environmental Perceptions -- 3 Overarching Research Framework -- 4 Focus Group Analysis -- 5 Main Themes. , 6 Detachment -- 7 Personal Actions -- 8 Me, Us and Them -- 9 Education, Schools and the Fall of the TV -- 10 Hope -- 11 Outing Post-Mortem -- 12 Conclusion and Recommendations -- References -- 13 Education for Solidarity: A Case Study at PUCPR -- Abstract -- 1 Introduction -- 2 Theoretical Base -- 3 Methodology -- 4 Results and Analysis -- 4.1 Case Study-The Pontifical Catholic University of Paraná (PUCPR) -- 4.2 Identification Phase-Results -- 4.3 Identification Phase-Analysis -- 4.4 Key Elements Diagnosis-Results -- 4.5 Key Elements Diagnosis-Analysis -- 5 Conclusion -- References -- 14 Education for Sustainable Development: Vision, Policy, Practices-An Open or Closed 'Doorway' for Teachers and Schools? -- Abstract -- 1 Introduction -- 2 Rational for the Study -- 3 Methodology and Analysis -- 4 Analysis and Findings -- 4.1 'Cross-Curricular Dimensions: A Planning Guide for Schools' by QCA (2009a, b) -- 4.1.1 Global Dimension and Sustainable Development -- 4.2 'Sustainable Development in Action (SDA): A Curriculum Planning Guide for Schools', QCA (2009a, b) -- 5 Discussion -- References -- 15 Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Local Focused Actions Targeting Teacher Training -- 4 The International Scenario -- 5 Methodology -- 6 Results -- 6.1 Quantitative Analysis -- 6.2 Qualitative Analysis -- 7 Discussion -- 8 Conclusion -- References -- 16 Building Capacity for Sustainable Development Through Community-Based Education -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Research Design -- 3 Results -- 4 Conclusion -- Acknowledgements -- References -- 17 Education for Sustainable Development and Human Rights -- Abstract -- 1 Introduction -- 2 Education, Human Rights, and Sustainable Development Nexus. , 2.1 Education for Sustainable Development -- 3 Education for Sustainable Development as a Right to Education and a Part of the Human Rights Education -- 3.1 The Right to Education -- 3.2 Rights in Education -- 3.3 Education for Human Rights -- 4 Conclusion and Recommendations -- References -- 18 Engaging Rural Women in Entrepreneurship Through an Innovative and Sustainable Dairy Model -- Abstract -- 1 Introduction -- 2 Engaging Women Is Enhancing a Community -- 3 Description of Project -- 3.1 Project Area -- 3.2 Innovativeness of KSF Dairy Model -- 3.3 Conventional Approach in Opposition to the KSF Dairy Model -- 4 KSF Dairy Model Features -- 5 Linking Activities Within the Project -- 6 Demographical Diversity -- 7 Services Offered to Underprivileged People, Especially Women -- 7.1 Contractual Dairy Farming Program -- 7.2 Group Orientation and Training Program -- 7.3 Service Delivery Strategy -- 8 Impact of KSF Dairy Model: Analysis of Results -- 8.1 Quantitative and Qualitative Improvement of Beneficiaries -- 8.2 Occupation of the Beneficiaries -- 8.3 Income Generation from Dairy Farming -- 8.4 Changes in Income of Beneficiaries After Joining in KSF -- 8.5 Milk Consumption by Farmers-The Ideal Diet that Has Been a "Dream Food" -- 9 Quantitative and Qualitative Achievements -- 9.1 Output Level -- 9.2 Outcome Level -- 9.3 Impact Level -- 10 Link Between Lifelong Learning from the Innovative Approach, Sustainable Development, and Empowerment of Rural Women -- 10.1 KSF Dairy Model-Evolving a Profitable Farming Model -- 10.2 Link Between Sustainable Development and Empowerment of Women -- 11 Directions for Future Projects -- 12 Lessons Learned and Conclusion -- Acknowledgements -- References -- 19 Lifelong Music Learning for Sustainable Development -- Abstract -- 1 The Connection Between Lifelong Music Learning and Sustainable Development. , 2 Case of Flanders.

Note: Intro -- Vorwort -- Inhaltsverzeichnis -- Teil I: Institutionelle Prozesse und Modelle -- 1: Nachhaltige Entwicklung an der Hochschule für Angewandte Wissenschaften Hamburg: Das FTZ-ALS und das „Nachhaltigkeitslab" -- 1.1 Einleitung: Ein kurzer Überblick über die Entwicklung der Nachhaltigkeitsdebatte -- 1.2 Die Definition der angewandten Nachhaltigkeit -- 1.3 Angewandte Nachhaltigkeit am FTZ-ALS: Beispiele aus Projekten -- 1.3.1 Projekt 1 - INSPIRE -- 1.3.2 Projekt 2 - JELARE -- 1.3.3 Das Projekt RECO Baltic 21 Net -- 1.3.4 Das DIREKT-Projekt -- 1.3.5 Das WATERPRAXIS-Projekt -- 1.3.6 Das REGSA-Projekt -- 1.3.7 Das CELA-Projekt -- 1.3.8 Das CALESA-Projekt -- 1.3.9 Weitere Projekte -- Das Sustainability Lab -- 1.4 Schlussfolgerungen -- Literatur -- 2: Transdisziplinäre Bildungsforschung für nachhaltige Entwicklung -- 2.1 Konzeptioneller Rahmen des Forschungsansatzes -- 2.1.1 Transdisziplinäre Nachhaltigkeitsforschung -- 2.1.2 Bildung(sforschung) für nachhaltige Entwicklung -- 2.1.3 Transdisziplinäre Bildungsforschung für nachhaltige Entwicklung -- 2.2 Praktische Beispiele in der Anwendung des Forschungsansatzes -- 2.2.1 Fallbeispiel 1: BINK - Bildungsinstitutionen und nachhaltiger Konsum -- 2.2.2 Fallbeispiel 2: Das Greenpeace Nachhaltigkeitsbarometer -- 2.2.3 Fallbeispiel 3: BiNKA - Bildung für nachhaltigen Konsum durch Achtsamkeitstrainings -- 2.3 Lessons learnt -- 2.4 Diskussion und Ausblick -- Literatur -- 3: nCampus - Nachhaltige und energieeffiziente Weiterentwicklung auf dem Campus Lichtwiese der Technischen Universität Darmstadt -- 3.1 Ausgangssituation -- 3.2 „nCampus" - Nachhaltigkeit und Energieeffizienz an der Technischen Universität Darmstadt -- 3.2.1 Projektdesign -- 3.2.2 Bewertung der Ausgangslage -- 3.2.3 Identifikation von Handlungsfeldern. , 3.3 Der Energiecampus Lichtwiese als Teilvorhaben im nCampus-Projekt -- 3.3.1 Kurzdarstellung des Vorhabens -- 3.3.2 Übertragbarkeit der Ergebnisse auf andere Institutionen und Situationen -- 3.4 Zusammenfassung und Ausblick -- Literatur -- 4: Forschung für Nachhaltigkeit im Verbund - dargestellt am Beispiel: Deutsches Netzwerk Industrial Ecology -- 4.1 Einführung in die Industrial Ecology -- 4.2 Deutsches Netzwerk Industrial Ecology -- 4.3 Resonanz der Industrial Ecology in Deutschland -- 4.4 Beitrag der Industrial Ecology zur Forschung für Nachhaltigkeit -- 4.5 Schlussfolgerungen aus den bisherigen Erfahrungen -- Literatur -- Teil II: Ansätze in der Lehre und in der Forschung -- 5: Das Selbst in der Ökologie: Dialoginterviews und Programmanalyse zur nachhaltigkeitsorientierten (Selbst-) Transformation in Organisationen -- 5.1 Ökologie als Wissenschaft und Nachhaltigkeitsforschung: Aspekte einer nachhaltigen Entwicklung -- 5.2 Nachhaltige Entwicklung ohne eine Nachhaltigkeitsdimension des Selbst: Achtsamkeit für eine ökologische Transformation -- 5.3 Ökologische Transformation braucht Kontexte: Organisationen als Lern- und Erfahrungsraum -- 5.4 Forschungsdesign als Mix-Mode-Ansatz: Explikation ökologischer Transformationsstrategien -- 5.4.1 Methoden der Datenerhebung: Dialoginterviews und Programmanalyse -- 5.4.2 Stichprobe: Zugang zu transformationsrelevanten Wissen -- 5.5 Roadmap für Achtsamkeit: Walk-the-Talk als Notwendigkeit ökologischer Transformation -- 5.5.1 Boarding: Der erste Schritt zur Achtsamkeit -- 5.5.2 Take-Off: Achtsamkeit braucht eine gemeinsam geteilte Kultur -- 5.5.3 Flight: Achtsamkeit im Unternehmensalltag braucht eine klare Strategie -- 5.6 Programmanalyse: Umweltbezogene Bildung ohne Umwelt und ohne ein „Selbst" -- 5.7 Schlussfolgerung -- Literatur. , 6: Nachhaltiges Management: Systemisch(er) Forschen und Lehren für eine gelebte Transdisziplinarität -- 6.1 Transdisziplinarität als neue Herausforderung - auch der BWL -- 6.2 Systemisch(er) in der Betriebswirtschaftslehre -- 6.3 Selbstverortung des Forschenden für diesen Beitrag -- 6.4 Raumsprache als Brücke zwischen Wissenschaft und Praxis -- 6.5 Der Wissensfundus: Ambitionsniveaus eines nachhaltigen Managements -- 6.6 Der systemische Blick auf das Prämissengerangel -- 6.7 Nachhaltigkeit und Unternehmen: Neue Hypothesen im Entdeckungszusammenhang durch Systemaufstellungen -- 6.8 Schlussfolgerungen -- Literatur -- 7: Der Göttinger Ansatz der Nachhaltigkeitswissenschaft: Potentiale von Hochschulen in der Nachhaltigkeitstransformation der Gesellschaft -- 7.1 Einführung: Die Herausforderung Nachhaltiger Entwicklung für Universitäten -- 7.2 Die Diagnose: Denkfallen unserer Gesellschaft -- 7.3 Der Zielkorridor: Nachhaltigkeitsprinzipien und -Leitlinien am IZNE -- 7.4 Der Göttinger Ansatz der Nachhaltigkeitswissenschaft -- 7.5 Die Umsetzung: Initiierung von Bioenergiedörfern in Deutschland -- 7.5.1 Ideenentwicklung: Das Bioenergiedorf-Konzept -- 7.5.2 Sicherung der politischen Unterstützung -- 7.5.3 Gewinnung von Menschen eines Partnerdorfes -- 7.5.4 Umsetzung des Pilotprojektes Bioenergiedorf Jühnde -- 7.5.5 Transfer in die Breite des Landes -- 7.5.6 Ergebnisse der klassischen Forschungsaktivitäten -- 7.6 Schlussfolgerungen für die Nachhaltigkeitstransformation der Hochschulen -- Literatur -- 8: Nachhaltigkeitstransformation als Herausforderung für Hochschulen - Die Hochschule für nachhaltige Entwicklung Eberswalde auf dem Weg zu transdisziplinärer Lehre und Forschung -- 8.1 Einstieg: Drei Thesen zur Nachhaltigkeitstransformation an Hochschulen. , 8.2 Diskurse an deutschen Universitäten und Hochschulen über Wege zu nachhaltiger Wissenschaft -- 8.2.1 Debatten zu nachhaltiger Wissenschaft -- 8.2.2 Positionierung von Universitäten und Hochschulen -- 8.2.3 Lehre für nachhaltige Entwicklung als Leerstelle in der Debatte -- 8.3 Nachhaltigkeitstransformation als Herausforderung für Fachhochschulen - Die Nachhaltigkeitsorientierung der Hochschule für nachhaltige Entwicklung Eberswalde -- 8.4 Forschendes Lernen als zentrales Element für eine ­transformative Bildung - am Beispiel des berufsbegleitenden Masters „Strategisches Nachhaltigkeitsmanagement" -- 8.4.1 Transformative Bildung erfordert neue Lehrkonzepte für die Kompetenzvermittlung -- 8.4.2 Das Lehr-Lern-Konzept des berufsbegleitenden Masters Strategisches Nachhaltigkeitsmanagement -- 8.5 Zusammenfassung und Ausblick -- Literatur -- 9: Die epistemische Bedeutung von Abfall im Designprozess -- 9.1 Einführung -- 9.2 Ausgangspunkt: ein universelles Phänomen und Nachhaltigkeit -- 9.3 Ziele einer ‚Epistemologie des Mülls' -- 9.4 Fundament der Lehrmethoden: eine Theorie der Rituale -- 9.4.1 ‚Rituale des Erscheinens' -- 9.4.2 ‚Rituale des Verschwindens' -- 9.5 Anwendung, Struktur und Nutzen: Müll als Werkzeug -- 9.6 Praxisbeispiel: ‚Müllfasten' -- 9.7 Fazit -- Literatur -- 10: Die Forschung selbst nachhaltig gestalten -- 10.1 Betrieb und Infrastruktur im Fokus der Nachhaltigkeit -- 10.2 Einrichtungen mit Blick auf nachhaltigen Betrieb -- 10.2.1 Hochschule für Nachhaltige Entwicklung Eberswalde (HNEE) -- 10.2.2 Umwelt-Campus Birkenfeld der Hochschule Trier -- 10.2.3 Leuphana Universität Lüneburg -- 10.2.4 Katholische Universität Eichstätt-Ingolstadt -- 10.2.5 Technische Universität Hamburg-Harburg -- 10.2.6 Freie Universität Berlin -- 10.2.7 Max-Delbrück-Centrum -- 10.2.8 Universität Bremen. , 10.3 Hochschulübergreifende Projekte und Veranstaltungen zur Nachhaltigkeit im Betrieb -- 10.3.1 Koordination der Nachhaltigkeitsberichterstattung an hessischen Hochschulen -- 10.3.2 Forum N -- 10.4 Netzwerke für Nachhaltigen Betrieb -- 10.4.1 Netzwerk Hochschulen für Nachhaltige Entwicklung (HNE), Baden Württemberg -- 10.4.2 Netzwerk Umwelt an Hochschulen und Forschungseinrichtungen der Region Berlin-Brandenburg -- 10.4.3 Netzwerk Hochschule und Nachhaltigkeit Bayern -- 10.5 Schlussfolgerungen -- Literatur -- Teil III: Erfahrungen aus Projekten -- 11: Schüleruni: Geschäftsprozesse nachhaltig gestalten -- 11.1 Nachhaltigkeit modellieren -- 11.2 Geschäftsprozessmanagement -- 11.3 Nachhaltiges Geschäftsprozessmanagement -- 11.3.1 Strategie -- 11.3.2 Design und Modellierung -- 11.3.3 Implementierung und Ausführung -- 11.3.4 Monitoring und Controlling -- 11.3.5 Prozessverbesserung -- 11.4 Schüleruni: Geschäftsprozesse nachhaltig gestalten -- 11.4.1 Geschäftsprozessmanagement (Ebene 1) -- 11.4.2 Evaluation methodischer Weiterentwicklung (Ebene 2) -- 11.4.3 Erste Ergebnisse -- 11.5 Schlussfolgerungen -- Literatur -- 12: Bildung für nachhaltige Entwicklung (BNE) in den Kindergärten (Kitas) von Baden-Württemberg -- 12.1 Ausgangslage -- 12.1.1 Zur Verankerung von BNE im Bildungssystem von Baden-Württemberg -- 12.1.2 Zum Stand der Forschung: BNE in Bildungsinstitutionen -- 12.2 Theorie -- 12.2.1 Die drei Säulen der Nachhaltigkeit -- 12.2.2 BNE Potentiale -- 12.3 Forschung -- 12.3.1 Fragestellung und theoretische Grundlagen für die Forschungskonzeption -- 12.3.2 Forschungskonzeption und Instrumente -- 12.4 Methodisches Vorgehen -- 12.4.1 Qualitative Vorstudien -- 12.4.2 Entwicklung des Erhebungsinstruments „Fragebogen" -- 12.4.3 Die Stichprobe -- 12.4.4 Landesweite Evaluation -- 12.5 Ergebnisse der Befragung. , 12.5.1 Persönliche Daten.

Note: Intro -- Preface -- Contents -- 1 A Strategic Differentiation Proposal for a Cruise Tourism Offer, Built on the Cultural Identity of the Host Community of Puerto Progreso, Yucatan -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Cruise Tourism and Competitiveness -- 4 The Cultural Identity of the Host Community -- 5 Methodology -- 6 Findings -- 6.1 Competitive Situation -- 7 Identity and Cultural Elements to Be Enhanced -- 8 Discussion -- 9 Conclusions -- References -- 2 UrBis: A Mobile Crowdsourcing Platform for Sustainable Social and Urban Research in México -- Abstract -- 1 Introduction -- 2 An Integrative Approach -- 3 Mobile Crowdsourcing -- 4 Urban Laboratories: Cortazar, Guanajuato, León, Mérida and Torreón -- 5 UrBis Architecture -- 6 UrBis Deployment and Data Collection -- 7 Data Analysis -- 8 Constraints and Limitations -- 9 Results -- 9.1 Collected Data -- 9.2 Mapping Evidence -- 9.3 Videos of Urban Scenes -- 9.4 Emerging Themes -- 10 Urban Data Challenge Outputs -- 11 Conclusion -- Acknowledgements -- References -- 3 The Living Interculturality of Chiapas to Recreate the Modern University Towards Sustainability Horizons -- Abstract -- 1 Introduction -- 2 The University in Chiapas: Decolonizing Our Thinking to Understand Intercultural Realities -- 3 Utopia: Towards Sustainability Since the Transformation of the University -- 4 Learning by Way of Conclusions -- References -- 4 Sustainable Development for Farmers Transforming Agroindustrial Wastes into Profitable Green Products -- Abstract -- 1 Introduction -- 2 Biofuel from Biodrying of Byproducts -- 3 Edible Mushroom Production from Byproducts -- 4 Production of Compost, Vermicompost and Bokashi -- 5 Conclusions -- References -- 5 Strategies for Guiding Community Organizations in Sustainable Development: The Case of Monteria's Urban Areas -- Abstract -- 1 Introduction. , 2 Methodology -- 3 Location of the Study Area -- 4 Limitations of this Study -- 5 Results and Analysis -- 5.1 Profiles and Perceptions -- 5.2 Community Organization Manual -- 6 Conclusions -- Acknowledgements -- References -- 6 Pedagogic Proposal Focused on Sustainable Development: Fracking, a Matter of Active Debate at Present in the Argentine Patagonia -- Abstract -- 1 Introduction -- 2 Content and Work Development -- 3 Teaching Sustainable Development in High School: Argumentation in Science Classes Using a STES Approach -- 4 Research Methodology -- 5 Results and Conclusions -- Acknowledgements -- References -- 7 A Low-Cost and Low-Tech Modular Solar Still as a Reliable and Sustainable Water Source -- Abstract -- 1 Introduction -- 2 State of the Art -- 3 Methodology -- 4 Working Principle -- 5 Raw Water Dosage -- 6 Evaporation Basin -- 7 Passive Energy Augmentation Techniques -- 8 Cover Glass and Distillate Deviation -- 9 Construction Materials -- 10 Distillate Remineralization -- 11 Fabrication Procedure -- 12 System Design -- 13 Operation and Maintenance -- 14 Experimental Setup -- 15 Results and Discussion -- 16 Water Quality and Remineralization -- 17 Material Costs -- 18 Conclusions -- Acknowledgements -- References -- 8 Vulnerability and Coping Capacity of the Population of Low Balsas to Extreme Environmental Hazards to a Sustainable Development: A Case Study of the Population of Cuitaz, Zirandaro, Guerrero -- Abstract -- 1 Introduction -- 2 Understanding Vulnerability from Coping Capacities -- 3 Characterization of El Cuitaz, Zirándaro, Guerrero -- 4 Coping Capacities After Hurricanes Ingrid and Manuel -- 4.1 Chikungunya Fever -- 4.2 Flood in 1967 -- 4.3 Organized Crime -- 5 Multi-case Study: Vulnerability in El Cuitaz -- 6 Conclusions -- References. , 9 Transference of Ecotechnology in Disadvantaged Regions of Mexico, Towards Sustainable Development -- Abstract -- 1 Introduction -- 2 Reference Framework -- 3 Background of Penjamo and Tierra Blanca, Guanajuato, Mexico -- 4 Methodology -- 5 Results and Analyses -- 6 Conclusions -- Acknowledgements -- References -- 10 A Decalogue for Education for Sustainability Across Environmental Generic Competencies -- Abstract -- 1 Introduction -- 2 The Professors and Their Experiences on Environmental Issues -- 3 Environmental Education from the Students -- 4 Perspective from Professionals to Define Environmental Competences -- 5 Toolbox to Design Environmental and Sustainable Generic Competencies -- 5.1 Environmental and Sustainable Generic Competencies -- 6 10 Guidelines for a Sustainable Action Plan -- 7 Conclusions -- References -- 11 Oil Exploitation in Yasuni Biosphere Reserve. Impact on Ecuador's Commitment with Sustainability -- Abstract -- 1 Introduction -- 2 Precedents and History -- 3 Sustainability Dimensions -- 4 Environmental Dimension -- 5 Social Dimension -- 6 Economic Dimension -- 7 Political Dimension -- 8 Sustainability in Scales -- 8.1 Local Scale -- 8.2 National Scale -- 8.3 Global Scale -- 9 Conclusions -- References -- 12 Individual Resilience and the Environmental Education for Sustainability as a Base of Community Resilience. A Case Study with High School Teachers -- Abstract -- 1 Introduction -- 2 The Social Driven Belt of Resilience and Environmental Education for Sustainability -- 3 Resilience: Concept and Study -- 4 Methodology to Identify Individual and Community Resilience -- 5 Outcomes. First Approaches to Individual and Community Resilience -- 6 Conclusions -- References -- 13 Assessment of Competencies for Sustainability in Secondary Education in Mexico -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Research Orientation. , 4 Competencies for Sustainability -- 4.1 Competencies for Sustainability in Mexico's Secondary Education -- 4.2 Competencies for Sustainability in MHS Curriculum -- 5 Assessment Framework -- 6 Specific Assessment Tools and Instrument -- 7 Results and Discussion -- 8 Conclusions -- Acknowledgements -- References -- 14 Methodological Proposal to Evaluate Touristic Activity with Local Sustainability Criteria in the Hydrographic Sub-Basins of the Huasteca Potosina, Mexico -- Abstract -- 1 Introduction -- 2 Tourism Sustainability Assessment -- 3 Methodology -- 4 Definition of the Object Being Evaluated -- 5 Diagnostic Criteria and Indicators -- 6 Measurement and Monitoring of Indicators -- 7 Integration of Results -- 8 Conclusions -- Acknowledgements -- References -- 15 Mercury Concentration in Hair Due to Environment on Two Populations in Mexico -- Abstract -- 1 Introduction -- 2 Metodology -- 3 Results and Discussion -- 3.1 Non-exposed Population by Profession (Student Population in the Southern Area of Mexico City) -- 3.2 Exposed by Profession Population (Mining Region, San Joaquin) -- 4 Conclusions -- References -- 16 Organization and Community Management of Water for Domestic Use in a Rural Community in Nicaragua -- Abstract -- 1 Introduction -- 2 Methods -- 3 Concepts of Community and Organization -- 4 Community Water Management in Nicaragua -- 5 Organizations Involved in Water Management in the Rural Community of Ducualí -- 6 Community Water and Sanitation Committees in Ducualí -- 7 Conclusions -- References -- 17 Towards a Participative Environmental Management Education Model Using Information and Communication Technologies -- Abstract -- 1 Introduction -- 2 Contextual Framework -- 3 Theoretical Framework -- 3.1 Views About Environmental Management -- 3.2 Dimensions of Environmental Awareness -- 4 Research Design. , 4.1 Applied Methods and Techniques -- 4.2 Description of the Cases -- 4.3 Analysis and Interpretation of the Findings -- 4.4 Knowledge-A Key Element in Environmental Management -- 5 Participants' Attitudes About Environmental Management -- 6 Environmental Beliefs and Citizen Participation -- 7 Conclusions -- 8 Limitations -- 9 Recommendations -- References -- 18 Green Areas and Environmental Justice: Toward the Urban Sustainability of León, Guanajuato -- Abstract -- 1 Introduction -- 2 Equal Distribution of Green Areas: A Matter of Environmental Justice -- 3 Methodology -- 4 Results -- 5 Conclusions -- Acknowledgements -- References -- 19 The Need for an Integrated Landscape Management Approach Illustrated by the Analysis of the Participation in the Ecologic Spatial Planning of Benito Juárez, Quintana Roo, Mexico -- Abstract -- 1 The Local Ecologic Spatial Planning Programme: Participation by All Stakeholders -- 2 Case Study: Caribbean Tourist Paradise Cancun -- 3 Sustainability Actors or the Tragedy of the Commons -- 4 Four Types of Participation -- 5 Methodology: Interviews on Participation and Sustainable Development -- 6 Results on Spatial Planning Processes -- 7 Interpretation of Participation and Sustainable Development in Cancun -- 8 The Need for Integrated Landscape Management (ILM) -- 9 Conclusions -- References -- 20 Mediating Traditional Ecological Knowledge Through Participatory Documentary: Emerging Educational Strategies for Sustainability in Southern Mexico -- Abstract -- 1 Introduction -- 2 Participatory Documentary and Ethnographic Video -- 3 Towards Relevant Research with a Social Impact -- 4 Using Video as a Means to Collaborate with Indigenous Youth -- 5 Results of the Experience -- 6 Learning Through the Documentary Production: Voices from Film-Makers and Fisherwomen -- 7 Conclusions -- References. , 21 Evaluation of Climate Change Impact as a Tool for Sustainable Development: A Case Study of a Mexican Basin.

Note: Intro -- Preface -- Contents -- Contributors -- Part I Plenary Lectures and InvitedContributions: SustainableDevelopment, Knowledge Societyand Knowledge-basedEconomy-Policy of Education,Research, and TechnologicalDevelopment -- 1 Challenges for Planetary Stewardship at the Entry of the Period of the Anthropocene -- Abstract -- 1 Humans Acting in the Environment---From Stone Ax to the Industrial Revolution -- 2 From the Onset of Sustainability into the Period of the Anthropocene -- 3 From Rural to Urban Futures---and Back -- 4 The Challenges of the Global Environmental Conditions -- 5 Regional Aspects in the Northern Europe---The Baltic Sea Region -- 6 Challenges in the Period of the Anthropocene -- 6.1 On Complexity and Uncertainty -- 6.2 Biosphere Services -- 6.3 Systems Concerns and Resilience -- 6.4 New Management and Governance Features -- 6.5 New Balances -- 7 Summary -- References -- 2 Is Local Energy Supply a Main Road to Sustainability? -- Abstract -- 1 Background and Some Definitions -- 2 Local Energy Supply as a Policy and/or Strategy Option -- 3 Local Energy Supply Today---The Case of Sweden -- 3.1 Heating -- 3.2 Electricity -- 3.3 Fuel for Transport -- 3.4 How Much Energy Is Produced Locally? -- 3.5 The Policy Steps to Promote Local Energy -- 4 Some Cases of Communities with Strong Local Energy Policies -- 4.1 Continental Europe---Austria and Germany -- 4.2 Sweden -- 4.3 Islands -- 5 Some Comments on Technical and Economic Developments for Local Energy Production -- 5.1 Energy Mapping -- 5.2 Solar Electricity -- 5.3 Heating -- 5.4 Biogas -- 5.5 Transport -- 6 Research Questions -- References -- 3 Introducing Education for Sustainable Development---Challenges for Students and Teachers -- Abstract -- 1 Introduction -- 2 Current Challenges in Higher Education -- 3 Higher Education and Sustainable Development. , 4 Learning Outcomes and Competences for Sustainability---Students -- 5 Competences for Education for and About Sustainable Development---Teachers -- 6 Do We Live as We Preach? -- 4 Innovation and Development in Latvia -- Abstract -- 1 Economic Growth, Development and Underdevelopment in the Knowledge Society -- 2 Knowledge Society and Information Society -- 3 Knowledge Society and Latvia: Underdevelopment -- 4 Final Remarks -- References -- Part IIPlenary Lectures and Invited Contributions: Worldwide Expertise and Expectations: Sustainable Development and Future Smart Manufacturing -- 5 Interplay Between Sustainable Development, Knowledge Society, and Smart Future Manufacturing Technologies in EU RTD Policy Documents, in the Work Program of FP7 and Horizon 2020 -- Abstract -- 1 Introduction -- 2 Interplay Between Sustainable Development and Knowledge Society in the Landscape European Research Area -- 3 Activities at the EU RTD Policy and Framework Programmes Level -- 3.1 FP6---Citizens and Governance in a Knowledge-based society -- 3.2 FP7 -- 3.3 Horizon 2020 -- 4 Conclusions -- References -- 6 NANOfutures, the European Technology Integrating and Innovation Platform: Nanotechnologies---Essential Part of Sustainable Development -- Abstract -- 1 Introduction -- 2 NANOfutures: A Cross-European Technology Platform -- 3 Nanotechnology in H2020 -- References -- 7 Urban Development and the Environmental Challenges---``Green'' Systems Considerations for the EU -- Abstract -- 1 Introduction -- 2 The Content of Grand Challenges---On Drivers and Their Implications -- 2.1 The World of 2025 and Beyond. A European Perspective -- 2.2 Specific Implications for Environment, Sustainability and ``Green Development'' -- 2.3 Implications for Urban Development -- 2.4 Natural Resources, Socio-economic Issues and the Urban Processes -- 2.5 The Urban---Rural Connection. , 2.6 Green Development and Urban Possibilities -- 3 Green Urban Principles and Goals in Contemporary Urban Planning -- 4 Moving Towards the Period of Anthropocene -- 5 Analysis in Terms of Perspectives -- 5.1 The Resource Flows---Natural Resources and Waste Flows -- 5.2 Climate and Energy -- 5.3 Housing Involving the Architectural Green Sustainability Oriented Technology -- 5.4 Technological Systems Solutions -- 5.5 Socio-Ecological Resilience Systems and Their Development in Time -- 5.6 Geographical Scaling Perspectives -- 5.7 The Politics and Institutions that Will Provide the ``Governance'' Capacities, Including Responses to Surprises -- 6 Some Issues of Importance -- 6.1 The Increased Importance of Green Areas Within the City Space -- 6.2 The Importance of Developing New and More Sustainability Oriented (Both Mid-term and Long-term) Indicators for Urban Space, i.e. a More Relevant ``Metrics'' -- 6.3 The Innovation Aspect to Urban ``Green Growth'' -- 6.4 The Role of the Economic Crises for Urban ``Green Development'' -- 6.5 Vulnerability and Resilience Considerations of Systems Nature -- 6.6 Time and Development Aspects -- 6.7 Norms and Values -- 7 Scenario Reflection on European Urban Futures -- 7.1 Green Technology Based Bio-economy (A) -- 7.1.1 Path and Characteristics -- 7.1.2 Bonuses and Problems -- 7.1.3 European Policy Demands -- 7.2 Value Oriented New Green Society (B) -- 7.2.1 Path and Characteristics -- 7.2.2 Bonuses and Problems -- 7.2.3 European Policy Demands -- 7.3 Traditional Industrial Growth (C) -- 7.3.1 Path and Characteristics -- 7.3.2 Bonuses and Problems -- 7.3.3 European Policy Demands -- 7.4 Tackling Acute Societal Pressures (D) -- 7.4.1 Path and Characteristics -- 7.4.2 Bonuses and Problems -- 7.4.3 European Policy Demands -- 8 Some Strategic Issues to Be Considered -- 8.1 Issues and Perspectives. , 8.2 Mobilising a ``Right Mind'' Set (Especially in Connecting ``The Local'' and ``The Global'') -- 8.3 Urban Policy as Seen from Inside-out with Regard to Cities, and from Outside-in -- 8.4 New Governance Structures (and Capacities to Match the Grand Challenges) -- 8.5 Need for Changes in the Knowledge Production System (Towards More of Systems Thinking) -- 8.6 Alertness to Demographic and Social Challenges -- 8.7 Not Forgetting Culture and Norms -- 8.8 Domains of Possible Surprises -- 9 Summary---Specific EU Concerns and Possibilities in Relation to Green Urban Challenges -- Acknowledgments -- References -- 8 Technological Development and Lifestyle Changes -- Abstract -- 1 Which Is First---Technology or Lifestyle Change? -- 2 Reproduction---from Large to Small Families -- 3 Mobility---Beyond Peak Car -- 4 Consumption---Owning or Sharing? -- 5 Working---Machines or People? -- 6 Food---Buying or Growing? -- 7 An Alternative View---Social Organisation -- References -- 9 Zero Emissions and Bio-refineries for Natural Fibres, Biomaterials and Energy: Genesis of Concepts. Review -- Abstract -- 1 Introduction -- 2 Zero Emissions and Blue Economy -- 3 The Bio-refinery Concept -- 4 Lignin Problem in Biorefinery. New Structural Approach to Understanding Lignin -- 4.1 General Approach -- 4.2 The Science of Complexity -- 4.3 Lignin as Ordered Structure -- 4.4 Experimental Difficulties and Complexity of Lignin -- 4.5 Conventional Biosynthetic Lignification (Freudenberg 1965 -- Sarkanen and Ludvig 1981 -- Higuchi 1985) -- 4.6 Coupling of the Free Radicals of Monolignols -- 4.7 Non-biological Factors Enhancing Heterogeneity of Lignin Macromolecules -- 4.8 Scaling and Lignin Fractals -- 5 Clustering Principle in Zero Emissions Biorefinery -- 6 Steam-Explosion Auto-hydrolysis as a Technology for Biomass Pretreatment. , 7 Some Case Studies of Laboratory of Biomass Eco-ficient Conversion of the Latvian Wood Research Institute -- 7.1 Natural Hemp Fibres Treated with Steam Explosion -- 7.2 Self-binding Boards of Grey Alder Particles Pre-treated by Steam Explosion -- 7.3 SE Hemp Shives as a Heat Insulating Composite (Andzs et al. 2012) -- 8 Summary -- Acknowledgments -- References -- 10 Contribution to the Knowledge Development for Smart Cities -- Abstract -- 1 Urbanisation and City Labels -- 2 Between Smart Cities and Smart City Definitions -- 3 Complexity of Urban Energy Systems -- 4 Achieving Transformation Beyond the State-of-the-Art. How Do Cities Need to Change? -- 4.1 Concepts -- 4.2 Technologies -- 4.3 Processes -- 5 Barriers to Achieving Transformation Beyond State-of-the-Art---Experiences from Austrian Research -- 5.1 A New Urban Planning Practice Is Needed -- 5.2 From General Barriers to Examples of Specific Problems -- 6 Conclusions -- References -- 11 Smart Cities---Imposed Requirement or Preferred Life-Style -- Abstract -- 1 Introduction -- 2 How Can a ``Smart City'' be Defined? -- 3 Existing Initiatives and Experience -- 4 European-Wide Initiatives -- 4.1 Smart Cities and Communities Industrial Initiative -- 4.2 Joint Programme on Smart Cities -- 4.3 Smart Cities and Communities Stakeholder Platform -- 4.4 European Innovation Partnership on Smart Cities and Communities -- 5 Smart Cities in Europe -- 5.1 Barcelona, ES -- 5.2 Copenhagen, DK -- 5.3 Linköping, SE -- 5.4 Lyon, FR -- 5.5 Rotterdam, NL -- 5.6 Jelgava, LV -- 6 Conclusions -- References -- 12 Exploring the Dependence of Urban Systems on the Environment -- Abstract -- 1 Introduction -- 2 Materials and Methods -- 2.1 The Accounting Framework: SUMMA -- 2.2 Decomposition Analysis -- 2.3 Case Study Area: The City of Rome -- 3 Results and Discussion -- 4 Conclusions -- References. , 13 Limits to Sustainable Use of Wood Biomass.